Words and the Mind: How words capture human experience
The study of word meanings promises important insights into the nature of the human mind by revealing what people find to be most cognitively significant in their experience. However, as we learn more about the semantics of various languages, we are faced with an interesting problem. Different languages seem to be telling us different stories about the mind. For example, important distinctions made in one language are not necessarily made in others.
About the Speaker: Towards a Syntax of Indexicality
This book considers the semantic and syntactic nature of indexicals - linguistic exions, as in I, you, this, that, yesterday, tomorrow, whose reference shifts from utterance to utterance.There is a long-standing controversy as to whether the semantic reference point is already present as syntactic material or whether it is introduced post-syntactically by semantic rules of interpretation.
Positive. Negative. It's how you look at it. . . . Someone shoves a photo negative into Rowan's hands. She is distracted but, frankly, she has larger problems to worry about. Her brother is dead. Her father has left. Her mother won't get out of bed. She has to take care of her younger sister. And keep it all together . . . But Rowan is curious about the mysterious boy and the negative. Who is he? Why did he give it to her? The mystery only deepens when the photo is developed and the inconceivable appears.
Readicide: How Schools Are Killing Reading and What You Can Do About It
The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative new book, Kelly Gallagher suggests, however, that it is time to recognize a new and significant contributor to the death of reading: our schools.
This book examines how teachers and students actually go about their classroom business. It carefully avoids the assumptions of policy-makers and theorists about what ought to be happening and focuses on what is happening. In doing so, Cooper and McIntyre offer a detailed look at how teachers are responding to the National Curriculum; a unique insight into secondary school students as learners and a grounded analysis of teaching and learning strategies drawing on the psychological theories of Bruner and Vygotsky.
